1. 1 For feedback to be effective … the desired outcome of the learning needs to be clear to both teacher and learner the desired outcome of the learning needs to be clear to both teacher and learner feedback should be given while the learning activity is going on as the learner can respond to it immediately – oral feedback is best feedback should be given while the learning activity is going on as the learner can respond to it immediately – oral feedback is best areas of success need to be identified as well as areas needing improvement areas of success need to be identified as well as areas needing improvement it is beneficial if the learner takes part in the feedback discussion, identifying strengths & needs it is beneficial if the learner takes part in the feedback discussion, identifying strengths & needs the learner needs to take some immediate action as a result of the feedback to ensure successful learning occurs the learner needs to take some immediate action as a result of the feedback to ensure successful learning occurs next steps or targets need to be identified next steps or targets need to be identified

2. 2 Clarifying the terms: FEEDBACK: this is the central theme of Assessment for Learning (A4L), also called FORMATIVE ASSESSMENT. FEEDBACK: this is the central theme of Assessment for Learning (A4L), also called FORMATIVE ASSESSMENT. This contrasts with exam-style assessment which is termed SUMMATIVE ASSESSMENT. This contrasts with exam-style assessment which is termed SUMMATIVE ASSESSMENT.

3. 3 Assessment for learning: FORMATIVE assessment is carried out as learners progress through a lesson / learning activity Provides feedback, allowing learners to make improvements and to identify next steps in learning

4. 4 Assessment of Learning SUMMATIVE assessment is carried out at the end of a learning activity / unit of work. Provides data, allowing learners to be tracked, grouped etc.

5. 5 “ Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.” Black et al (2003) Assessment for Learning: Putting it into Practice. Berkshire: OUP

6. 6 ‘ For assessment to be formative the feedback information has to be used.’ ‘ For assessment to be formative the feedback information has to be used.’ (Black and Wiliam 1989)

7. 7 Going to read (buy) one textbook this summer? Recommended, readable and relevant & useful ahead of PP2 / SE2: Recommended, readable and relevant & useful ahead of PP2 / SE2: Clarke, S. (2003) Enriching Feedback in the Primary Classroom. Abingdon: Hodder & Stoughton Clarke, S. (2003) Enriching Feedback in the Primary Classroom. Abingdon: Hodder & Stoughton

8. 8 In this seminar… 1. Feedback for learning 2. Mind maps for recall (another approach) 3. Module evaluation

9. 9 Memory Mind Maps Mind maps support memory and recall because they combine its two most powerful aspects Mind maps support memory and recall because they combine its two most powerful aspects 1. IMAGINATION 2. ASSOCIATION

10. 10 Using mind-maps: These are excellent for improving memory – revision, recall, assessment of prior knowledge etc. Principles of memory mapping: 1. Practise from what learners already know and understand e.g. holidays, games we like playing, the content of this module! 2. Write the key concept in the middle. 3. Branch off with ideas as learners suggest them. 4. Write only key words and use lots of symbols / pictures on the lines. 5. Begin to group and organise as ideas start to flow. 6. Use arrows and colours to connect ideas.

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13. 13 Further reading about mind-mapping: Anything by Tony Buzan, e.g. Buzan, Tony, (2005) Mind Maps for Kids: London, Harper Collins Buzan, Tony, (2005) Mind Maps for Kids: London, Harper Collins Also refer back to the Accelerated Learning literature suggested in handbook. Also refer back to the Accelerated Learning literature suggested in handbook.

14. 14 Counting in Japanese EnglishJapanese oneichi twoni threesan fourshi fivego sixroku sevenshichi eighthachi ninekyu tenju

15. 15 Association (+VAK): EnglishJapaneseSayDo oneichiitchyscratch twoniknee point to knee threesansun point to sky fourshishe point to girl fivegogowalk sixrokurock rock n’ roll sevenshichishi-chi double sneeze eighthachihat-chi put on hat ninekyucoo coo like a dove tenjuchew chew gum